scheme of work for civic education primary 4 third term

Civic Education Primary 4

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Basic Civic Education for Primary 4 by B J Obebe, F J Muåzu, H O C Ambåssådor-Brikins and S O Koledoye

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Primary Four Third Term Civic Education Scheme of Work

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Third Term Primary Four Scheme of work for Civic Education 

Week 1. Revision for last term work

Week 2. Traffic Regulations:

Week 3. Traffic regulations continuation

Week 4. Agencies enforcing traffic regulation.

Week 5. Problems of traffic regulations.

Week 6. Solutions to problems of traffic regulations.

Week 7. Attitude to accident victims.

Week 8. Health issues.

Week 9. Types of clothes suitable under different weathers.

Week 10. Types of clothes suitable for different occupations.

Week 11. How to keep our dirty clothes clean.

Week 12. Revision

Week 13. Examination

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3RD TERM JSS2 CIVIC EDUCATION Scheme of Work and Note

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THIRD TERM E-LEARNING NOTE

SUBJECT: CIVIC EDUCATION CLASS: JSS 2

SCHEME OF WORK

WEEK  TOPIC

• Elections and Voters’ Responsibilities.
• Qualification for Registration for Election in Nigeria .
• Electoral Malpractices.
• Illiteracy.
• Revision of First Term work.
• Revision of Second Term work.
• Revision of Third Term work.
• Examination.
• 1ST TERM JSS2 CIVIC EDUCATION Scheme of Work and Note
• 2ND TERM JSS2 CIVIC EDUCATION Scheme of Work and Note

WEEK ONE AND TWO

TOPIC: ELECTIONS AND VOTERS’ RESPONSIBILITIES

• Concept of Elections.
• Concept of a Voter.
• Types of Elections.

CONCEPT OF ELECTION

An election can be defined as an act or process of voting for a candidate to represent the people of a country in the various arms of government. It also means that a process citizens of a country make political choices by voting for competing candidates or parties. In essence, the concept of election implies that the voters have alternatives and can choose among a number of proposals designed to settle an issue of public concerns.

• What is an election?

CONCEPT OF A VOTER

A voter is a person who is eligible to participate in voting. Voters are referred to as the electorates. Voting, on the other hand, is a process of expressing one’s choice of a candidate in an election.

• Who is a voter?

TYPES OF ELECTIONS

The types of election include:

ADVANTAGES OF DIRECT ELECTION

• It is highly democratic.
• It is simple to practice.
• It promotes democracy.
• It engenders equality of voters.

ADVANTAGES OF INDIRECT ELECTION

• It is very cheap.
• It reduces electoral malpractice.
• It enhances quality of law made.
• It reduces political violence.

Mention two advantage s of direct election.

ADVANTAGES OF ELECTORAL COLLEGE

• It is less expensive.
• It produce s winners easily.
• It makes voting very short and easy.
• By-Election: This is an election that is conducted to fill a vacant elective post due to recall, resignation or death of the individual holding a given political office.
• Run-Off Election: This is an election that is re re-conducted due to disqualification or malpractice or annulment of the initial polls or election. It is usually ordered by election tribunal or court.
• Referendum: This is a “yes” or “no” vote of the people particularly on law in a given political systems. It helps the government in knowing the opinion of people about an important issue of national interest or concern.
• Primary Election: This refers to an election conducted within the party to elect the flag-bearer of the party during the general elections.

Mention three types of elections.

GENERAL EVALUATION/ REVISION QUESTIONS

• Mention four types of elections.
• State three major differences among the tiers of government.
• Mention three characteristics of a federation.
• Mention three ways to nurture your talents.

READING ASSIGNMENT

Fundamentals of Civic Education for Basic 8 by Sola Akinyemi, pgs 122-123

WEEKEND ASSIGNMENT

• An election re-conducted due to disqualification or malpractice, annulment of the initial poll or election is called______ election. A. primary B. secondary C. run-off D. by-election
• A person eligible to vote in an election is called____. A. vote caster B. votee C. voter D. electioneer
• Which of these is regarded as “Yes” or “No” vote? A. Run-off election B. Referendum C. primary D. By-election
• The process by which voters vote directly to elect their representatives for public office is called____ election. A. direct B. indirect C. concept D.digital
• Are elections are integral part of democracy? A. Yes B. No C. Not at all D. Probably

WEEK THREE AND FOUR

QUALIFICATION FOR REGISTRATION FOR ELECTION IN NIGERIA

• Qualification for Elections.
• Responsibilities of Voters.
• Voters’ Rights.

QUALIFICATION FOR ELECTIONS

Under the Electoral act of 2002, to qualify for registration voter in Nigeria , a person must have the following qualifications:

• He must be a citizen of Nigeria : Someone seeking elective post must be a citizen of the country.
• Age: To be eligible to vote in an election, a person must attain the age of 18years. However, those seeking for elective posts like the President, House of Senate and State Governors must have attained the age of 35years but the House of Representatives must be at least 30years old.
• He must belong to a political party: To be voted for, a person must be a member of one of the registered political parties in the country. Independent candidature is not recognized in Nigeria .
• Educational Qualification: The minimum qualification needed to be voted into the parliament in Nigeria is the West African School Certificate(WASC).
• Crime-free: To contest for any elective post in Nigeria , the candidate must not have any criminal record. This means that he must not be an ex-convict for any crime committed.
• Sanity: Anybody contesting for any elective position must not be insane. Hence, he must be of sound mind.
• Tax payment: The candidate must provide the evidence oftax payment over a period of time.

State three qualifications for elections

RESPONSIBILITIES OF VOTERS

• He must respect the privacy of other voters.
• Treat electoral officers.
• Know the location of his polling place and its hours operation.
• Familiarize himself with candidates.
• Participate in election by coming out to vote.
• Follow instructions concerning voting procedures.
• Follow all federal and state voting laws.
• Mention four responsibilities of voters.

VOTERS’ RIGHTS

• Right to vote if they registered.
• Right to ask questions on election process or procedure.
• Right to preview a sample ballot before voting.
• Right to vote in privacy and freedom from coercion or intimidation.
• Right to receive assistance if the voter is blind; have physical disability or inability to read English or any Nigeria n languages.

PROCEDURE FOR VOTING

Each qualified voter is expected to have registered before the election day so as to avoid unnecessary rush and waste the time of others. At the registration center, he will be given a voter’s card which qualifies him for voting on the election day. On election day, the electorate goes to the centre where he will accredited for voting having presented his voter’s card. Afterwards, he is given the ballot paper where all the political parties and their logos are written.

IMPORTANCE OF ELECTION

• It provides opportunity for choosing leaders.
• It checks the excesses of leaders.
• It makes the change of government easy and peaceful.
• It provides opportunity for political education.

State three voters’ right

• State three voters’ right.
• State three benefits of the rule of law.
• Mention four limitations of the rule of law.

Fundamentals of Civic Education for Basic 8 by Sola Akinyemi, pgs 126-130

• The voting age in Nigeria is____ years. A. 15 B. 20 C. 18 D.25
• All the following can contest for elections in Nigeria except____. A. an adult B. a sane person C. an ex-convict D. a teacher
• All these are voters’ right except____. A. right to vote in privacy B. right to vote if registered C. right to ask questions on election process or procedure D. right to vote even if not registered
• The most important requirement for any elective post in any country is_____. A. tax payment B. citizenship C. educational background D. tribe
• Anybody contesting for the post of governor must have the age of____. A. 40 B. 35 C. 45 D. 37
• Mention three rights’ of voters.

WEEKFIVE AND SIX

ELECTORAL MALPRACTICE

• Forms of electoral malpractices.
• Causes of electoral malpractices.
• Consequences of electoral malpractices.
• Solutions to electoral malpractices.

MEANING OF ELECTORAL MALPRACTICE

Electoral malpractice can be defined as an illegal interference with electoral process. It is also called electoral fraud or voters’ fraud. It includes illegal registration, intimidation at polling station and improper counting of votes.

What are electoral malpractices?

FORMS OF ELECTORAL MALPRACTICES

• Use of fake ballot papers: When fake ballot papers are used for casting vote, such papers are used for multi-voting purposes so that a particular candidate can win the elections.
• Underage voting: This is a situation when youths beneath below the constitutionally approved voting age are made to vote. This usually happens where the population of a particular area has more under age voters.
• The use of thugs: This is a situation where thugs are used by political parties scare the electorates in doing their own bidding or denying them of performing their civic duties through the aid of weapons.
• Financial inducement: Voters may be given money or other rewards to vote for a particular candidate though, this may be their choice. This can as well be through the church or mosque where the pastor or imam will tell their followers to vote for a particular candidate.
• Ballot stuffing: This occurs when the electorates cast more than votes expected. It simply means stuffing multiple ballot papers into the ballot boxes in favour of a particular party or its candidate. It can be in form of voting in many polling booths for the same party or its candidate.
• Artificial scarcity of electoral materials: This is a situation where there is a deliberate denial of the electorates of voting materials such as ballot boxes, papers to frustrate them. This usually happens in areas where a particular candidate has a strong presence and could be hardly be defeated.
• Mention three electoral malpractices.

CAUSES OF ELECTORAL MALPRACTICES

• Crave for power: Many politicians engage in what is called “do or die” politics. This is because they want political power at all cost. Such politicians are such that engage in looting the government treasury.
• Poverty: Some electorates are easily won over through the distribution of food items, clothes, money, shoes and so on. In essence, their conscience can be bought especially when their immediate needs are met.
• Bribery and corruption: Some electoral officers often connive with some politicians so as to inflate their votes. When these officers have been bought with money, they tend to overlook what is happening to the ballot boxes and papers.
• Influence of the party in power: The electoral body often is at the mercy of the government in power. There might be an “order from above”to favour the candidates of the party in power.
• Lack of stiff punishments for the offenders: When laws are broken and the perpetrators are not brought to face the wrath of the law, it encourages others to continue since they know that there will be little or no punishment.
• Godfathers: This is a situation where an influential personality in the society often dictates the results of elections in the state. One of such prominent figures was the late Chief LamidiAdedibu, who was very influential in Oyo State, Nigeria .

CONSEQUENCES OF ELECTORAL MALPRACTICES

Some of the effects of electoral malpractices are as follows:

• Bad leadership: This is the number one consequence of electoral malpractices. When the wrong people are in government, there is bound to be slow development, lack of vision and corruption.
• Riots and chaos: Violence, destruction of houses and property are some of the aftermath of electoral malpractices. In most cases, precious lives are lost in the mayhem over election results.
• Loss of interest in voting: Whenever election results are manipulated, the voters might not be interested in voting in subsequent elections.
• Bad image: Whenever there is constant electoral malpractices, the international community will view such country from the perspective of corruption. This often makes foreign investors not to come to such a country that could not handle elections.

suspended and the country will be ruled through decrees.

State three consequences of electoral malpractices

SOLUTIONS TO ELECTORAL MALPRACTICE

Electoral malpractice can be prevented. However, the following steps should be considered:

• Proper planning by the electoral body: The electoral commission in charge of elections should do proper planning of the elections so that there will be no loopholes which could enable desperate politicians to hijack the electoral process.
• Non-interference in electoral matters: The government in power should not meddle into the operations of the electoral commission before, during and after elections.
• Education of the electorates: The agency in charge of orientation should do its best to organize programmes that will educate and enlighten the electorates concerning what is expected of them before, during and after the elections
• Adequate security: Security agents should be stationed at every polling booth to protect the electoral officers and materials. They must not be partisan in their operation.
• Re-orientation of politicians: Politicians should be made accountable for any of their activities. In essence, they must be educated concerning their attitude to the electoral process. They should be orientated about their love for their country.
• Impartiality of the judiciary: The judiciary is often described as the hope of the masses. Therefore, it is important this body to be steadfast in its operation. There should be no sacred cow when judgment is given.
• Mention four solutions to electoral malpractices.
• State three consequences of electoral malpractices.
• State four importance of discipline in a society.

Fundamentals of Civic Education for Basic 8 by Sola Akinyemi, pgs 133-141

• A situation where children below voting are made to vote is called____ voting. A. void B. underage C. unconstitutional D. chaotic
• Election malpractice is caused by the following except_____. A. poverty B. crave for power C. bribery and corruption D. strong passion to serve the nation
• Consequences of electoral malpractice include the following except_____. A. riots and chaos B. bad image C. good leadership D. loss of interest in voting
• When a person is called a “sacred cow” in life, it usually means that the person is said to be___. A. under the law B. above the law C. dangerous D. loved

B. desire to make Nigeria great C. lack of political education D. poverty

• Define electoral malpractices.
• Consequences.

MEANING OF ILLITERACY

According to the United Nations (U.N), illiteracy is the inability to read and write a simple sentence in any language. Illiteracy is a common social problem in Nigeria . Various administrations through their policies have been fighting it, looking for ways to eradicate it. For instance, late Chief ObafemiAwolowo in 1955 initiated the Universal Primary Education (UPE), making it compulsory for every child in the then Western Nigeria , to go through the primary education.

What is illiteracy?

CAUSES OF ILLITERACY

• Poverty: This is a major cause for illiteracy. This is the inability of many families to send their children to school due to lack of funds.
• Crave for wealth: To many youths, going to school is a waste of time. They believe that since the essence of education is to make money, so they rather go into businesses and learn how to be rich faster.
• Loss of bread winners: Some children could not go to school as a result of the death of the person sponsoring them. Often, most drop out due to lack of funds.
• Traditions and values of the society: In some societies like Nigeria , the girl- child is not given much importance compared to the man- child. Hence, she is made not to attend school. Also, some societies see education as a threat to their customs and traditions,
• Inconsistent educational policies: Political instabilities cause constant change in educational policies. Some regimes have beautiful plans while others are often non-challant about it.
• Mention three causes of illiteracy.

CONSEQUENCES OF ILLITERACY

• It breeds inferiority complex: When the illiterates are in the midst of educated people, they could feel inferior because of the inability to relate well with them.
• It may lead to complete ignorance: Illiteracy might deny them the opportunity of reading vital information about many issues that can positively affect them.
• It often breeds poverty and crime: Due to his inability to read and write well, a person might not be able to get a very good job with fat pay. When this happens, he often ventures into armed robbery.

inability to relate effectively, they are often duped of their fortunes in the course of seeking assistance in completing bank documents.

State three consequences of illiteracy

SOLUTIONS TO ILLITERACY

• Free education at all level s.
• Mass literacy campaign.
• Consistent government policies.
• Government should provide more funds to the education sector.
• All children should have equal access to education.
• Mention four solutions to illiteracy.
• State three consequences of illiteracy.
• State four benefits of democracy.

Fundamentals of Civic Education for Basic 8 by Sola Akinyemi, pgs 156-160.

C. ObafemiAwolowo D. Samuel Akintola

A. writing disability B. dysfunctional education C. illiteracy D. reading disability

C. economic development D. complete ignorance

• A major cause of illiteracy is____. A. poverty in many families B. inadequate library in the society C. lack of government vehicle to take pupils/students to school D. inability of the government to buy books for those willing to attend school
• The Universal Primary Education (UPE) was initiated in ____. A. 1976 B. 1955 C. 1961 D. 1980
• Define illiteracy.
• Mention three solutions to the problem of illiteracy.

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Civic Education Scheme of Work Primary 4 Federal

Basic 4 National Values Education Scheme, Civic Education Scheme of Work Primary 4 Federal, Good Governance, Types of Government.

FIRST TERM CIVIC EDUCATION SCHEME OF WORK FOR PRIMARY FOUR

Meaning of Governance

The process or art of governing people

TEACHER ACTIVITIES

Guides pupils to define or – explain governance.

PUPILS ACTIVITIES

Explain what governance means.

Meaning of Government

Government means or is defined as a group of people who are elected and empowered to make rules and make people to obey the rules.

Defines the meaning of Government

Explain what Government is?

Identify government at different levels

Local Government State Government Federal Government

Assists pupils to identify levels of government.

Identify various levels of government.

Importance of good governance.

Provision of good road. -Education e.g. building of schools

-Provision of social amenities

-Health care improvement, poverty alleviation, prevention of corruption etc.

Guides the pupils on the importance of good governance.

List the importance of good governance.

Good Governance.

Features of good governance: Transparency

-Dedication

-Commitment

-Patriotism,

– Justice.

Teacher lists

-Transparency

Mention the features of good governance.

Types of Government

Types of Government:

-Monarchy -king e.g. Jordan, Morocco

-Traditional e.g. Oba, Emir, Obi.

Guides pupils with charts or photograph on the types of Government.

List the different types of government.

Types of Government -Oligarchy usually by the powerful or privileged people.

-Constitutional e.g. parliamentary or presidential.

List the different types of Government.

Explain or define the following:

-Monarchy: This is a form of government in which the king, queen or emperor rules.

-Oligarchy: few powerful or privileged people rule – Constitutional.

Guides the pupils to explain the meaning of the following -Monarchy -Oligarchy -Constitutional etc.

Pupils explain the types of Government.

Examples of types of Government and their functions.

Examples and functions of these various types of Government. e.g. -Monarchy- King, Queen, Emperor.

-Constitutional e.g. countries like Britain, Sweden, Morocco etc.

Guides the pupils on functions of these various types of Government.

Mention the examples of various types of Government.

Differences between Monarchy and Oligarchy.

In Monarchy the Kind or Queen inherits power from their parents.

Oligarchy is controlled by the few people who are privileged.

Guides the discussion.

Explain the differences between Monarchy and Oligarchy.

Differences between traditional and constitutional Govt

In traditional – they rule in accordance with the traditions and customs.

-In constitutional the leader are elected democratically.

Guides the pupils to differentiate between traditional and constitutional Govt.

Explain the differences between traditional and constitutional.

Arms of Government

Executive, Legislative and Judiciary.

Guides the pupils on the arms of Government.

List the arms of Government.

WEEK 13: Revision

WEEK 14: Examination

SECOND TERM CIVIC EDUCATION SCHEME OF WORK FOR PRIMARY FOUR

Meaning of values – Meaning of National Values

Guides discussion on Values and National values

Contribute to discussions and take down notes

Examples of National values

Obedience -Loyalty

Explains two examples of National values.

Name the examples of National values.

Dedication – Honesty

Explain the examples of National values.

–              contentment

–              right attitude to work

Identify people with good civic values in the society.

The need to imbibe Values in the society:

To promote democracy

–              To promote human rights

–              To promote peace and harmony.

Guides pupils on the discussion

Participate in the discussion.

Problems of lack of good national values

–              It causes ignorance;

–              It encourages tribalism;

–              It slows down economic growth etc.

Leads pupils to lists 5 problems of lack of good national values.

State 5 problems of lack of good national values.

Meaning: A body of people that share spirit of unity and live together under the same government.

Guides discussion on the meaning of a nation.

Contribute to the discussions using relevant resources.

Characteristics of a Nation

–              Common territory and symbols

–              common languages

–              common customs and traditions etc.

Help pupils to identify the characteristics of a nation

Explain the characteristics of a nation using relevant learning resources.

What comprises of nation

A nation comprises of geo-political regions, states and local government areas.

Guides the discussion using a chart to explain what comprises of a nation.

Participate in discussion on what comprises of a nation

Duties and responsibilities of a nation.

–              Territorial integrity,

–              Provides security

–              General welfare

–              Employment

–              Health etc

Guides the pupils to list and explain the duties of and responsibilities of a nation.

Write down the duties of and responsibilities of a nation.

WEEK 11 : Revision

WEEK 12 : Examination

THIRD TERM CIVIC EDUCATION SCHEME OF WORK FOR PRIMARY FOUR

Building our Nation

Reasons why we should build our nation.

-for peaceful co-existence.

–              for common use of resources.

–              to unite us against external aggression, etc.

Leads pupils to discuss and give reasons why we should build our nation.

Participate in discussion on reasons why we should build our nation.

Peaceful co¬existence

To benefit from one another, etc

 Avoid the following:

– Tribalism,

-Religious differences -favouritism etc.

Leads pupils to explain and list peaceful co¬existence

Contribute to discussion

Common use of resources

Mineral resources e,g, petroleum, gold, gas, lime, stone etc.

Uses chart to explain the uses of resources

Observe the chart and list the resources.

Meaning of ethnicity e.g. group of people having the same language, culture and values or traditions.

Leads the pupils on the meaning of ethnicity.

Explain the meaning of ethnicity.

Causes of ethnicity in Nigeria.

Colonialism, poverty, illiteracy, etc.

Guides the pupils on causes of ethnicity.

Write down the causes of ethnicity.

Nepotism -Discrimination -Resource allocation

Guides the pupils on causes of ethnicity in Nigeria.

Write down on paper the causes of ethnicity in Nigeria.

Consequences of ethnicity in Nigeria.

Communal clash or conflict -Political Violence -Nepotism/Discrimination.

Organises and helps pupils to feel the Consequences of ethnicity.

Participate in practical activities to help them feel the Consequences of ethnicity.

Underdevelopment -Waste of manpower -Waste of resources

Solution to problems of Ethnicity.

Tolerance -Patriotism -Government policies

Helps pupils through class and home work to find solutions to the problems of Ethnicity in Nigeria.

Suggest ways to solve the problem of ethnicity in Nigeria.

Public enlightenment campaign

-Inter-tribal marriages.

Helps pupils through class and home work to find solutions to the problems of Ethnicity in Nigeria

Ways of being Patriotic.

-Dedication to work -Dignity of labour -Cleaning the environment, etc.

Leads pupils to list ways of being patriotic.

Participate actively in the discussion.

WEEK 12: Revision/ Examination.

WEEK 13: Examination/ closing

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Lesson note on Civic Education Primary 4 (Basic Four) 1st, 2nd & 3rd Term

Welcome, great EduPodian. Are you searching for Lesson Note on Civic Education Primary 4 (Basic Four) 1st, 2nd & 3rd Term or 1st, 2nd & 3rd Term Civic Education Scheme of Work for Primary 4 ? If yes, then Search no more! You are in the right place. Click Here to download the lesson note now!  You can scroll down to view the scheme and other details.

PRIMARY 4 LESSON NOTE FOR 1ST, 2ND & 3RD TERM CIVIC EDUCATION

This Lesson Note on Civic Education Primary 4 (Basic Four) 1st, 2nd & 3rd Term  covers weekly prepared lesson notes and each of them is rich in classwork, curriculum compliant, and syllabus based.

The lesson note is well-detailed with adequate evaluation to ensure that the learning objectives are achieved.

The scheme of work used in preparing the lesson note is based on the latest unified NERDC/UBE curriculum which is suitable for all schools in all the States in Nigeria.

Keep reading, you will find the Link to Download the complete lesson note in Ms-Word (Microsoft Word) Editable format below.

Civic Education Scheme of Work for Primary 4 (Basic 4) 1st, 2nd & 3rd Term

First Term:

WK 1: Our values WK 2: Respect for other people’s culture WK 3: Community leadership Week 4: Communalism WK 5: Types of Government WK 6: Difference between traditional and constitutional form of government WK 7: Democracy WK 8: Local Government WK 9: State Government WK 10: The role of state government to the people (e.g. building of roads, provision of jobs for people)

Second Term:

1 Revision 2 Responsibilities of every member of the family 3. Civic value 4 National Consciousness 5 National consciouness 6 Ethnicity 7 Consequences of ethnicity 8 Solutions to problems of ethnicity 9. Constituted authority 10 Responsibilities of constituted authority 11 Responsibilities of constituted author

Third Term:

1. Revision for last term work 2. Traffic Regulations: *Meaning of traffic regulation *Traffic signs *Importance of traffic regulation. 3. Traffic regulations continuation *Reasons we need to obey traffic regulations 4. Agencies enforcing traffic regulation. 5. Problems of traffic regulations. 6. Solutions to problems of traffic regulations. 7. Attitude to accident victims. 8. Health issues. *Personal Hygiene. *Meaning of clothes *Reasons people wears clothes. 9. Types of clothes suitable under different weathers. 10. Types of clothes suitable for different occupation. 11. How to keep our dirty clothes clean. *Items used for keeping our clothes 12. Revision 13. Examination

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LESSON NOTE ON CIVIC EDUCATION FOR PRIMARY 4

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NOTE: The complete Lesson note on Civic Education Primary 4 (Basic Four) 1st, 2nd & 3rd Term  is available, CLICK HERE to Download It. 

Lesson note on Civic Education Primary 4 (Basic Four) Third Term

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First Term I First Term Lesson Notes l First Term Mid Term Test  l First Term Examination  

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Third Term Scheme of Work For Primary 4 , 5 and 6

Primary 4 Third Term Scheme of Work 

•   Civic Education Primary 4 Third Term
• Basic Science and Technology Primary 4 Third Term
• Download The New Unified Lagos State Scheme of Work PDF for Primary 4, Primary 5 and Primary 6
• Primary 4 Third Term Scheme of Work With Lesson Notes Physical and Health Education
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• Primary 4 Third Term Scheme of Work With Lesson Notes  Mathematics
• Primary 4 Third Term Scheme of Work List Of Subjects

Primary 5 Third Term Scheme of Work  

• Civic Education  Primary 5 Third Term
• Basic Science and Technology Primary 5 Third Term
• Primary 5 Third Term Scheme of Work With Lesson Notes Christian Religious Studies
• Primary 5 Third Term Scheme of Work With Lesson Notes Mathematics
• Primary 5 Third Term Scheme of Work With Lesson Notes English Grammar
• Agricultural Science Primary 5 Third Term Scheme of work With Lesson Notes
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Primary 6 Third Term Scheme of Work

• Civic Education
• Basic Science and Technology Primary 6 Third Term

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ClassRoomNotes

Week 4 – start 30th sept and end 4th oct, 2024.

Welcome Back To School!!!

First Term Lessons Notes | First Term Exam Questions | How I spent my Last Holiday | Approved Y2024 – Y2025 Harmonized Academic Calendar Lagos State Pdf Free Download | Join Us @080WhatsApp | 080 Telegram and WhatsApp Channel

Third Term Scheme of Work and Plan Lesson Note for Civic Education Primary 4, Primary 5 and Primary 6 Links

CIVIC EDUCATION 

RELIGION AND NATIONAL VALUES

SCHEME OF WORK WITH PLAN LESSON NOTES

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Smart Teachers Plan Lesson Notes 

WEEK 1 – Revision    Useful and Quick Links for Second Term Plan Lesson Notes All Subjects Primary 4, Primary 5 and Primary 6   WEEK 2   PRIMARY 4 – Meaning and Reasons of Traffic Regulations and Signs   PRIMARY 5 – Our Duties and Obligations to Government – Duties of Pupils in a School and Duties of Children in a Family   PRIMARY 6 – Meaning and Examples of Civil Society Groups in Nigeria

WEEK 3   PRIMARY 4 – Reasons We Need to Obey Traffic Regulations   PRIMARY 5 – Duties and Obligations of Citizens to Government (Primary 5)   PRIMARY 6 – Functions and Problems of Civil Society Groups

  WEEK 4   PRIMARY 4 – Agencies Enforcing Traffic Regulations   PRIMARY 5 – Representative Democracy and Social Injustice – Meaning and Importance of Pressure Groups   PRIMARY 6 – Moral Aspects of Drug Education – How to Protect Our Health and the Health of Others, Concept of Right and Wrong, Good and Bad health habits

WEEK 5   PRIMARY 4 – Problems of Traffic Regulations   PRIMARY 5 – Communicating Social Injustices to Leaders   PRIMARY 6 – Drugs that are Commonly Abused and Effects of Drug Abuse

WEEK 6   PRIMARY 4 – Solutions to Problems of Traffic Regulations   PRIMARY 5 – Advantages and Disadvantages of Pressure Groups   PRIMARY 6 – Drug Laws and their Enforcement

WEEK 7   PRIMARY 4 – Attitudes to Accidents Victims   PRIMARY 5 – Attitude to Work – Meaning of Hard Work and Laziness (Primary 5)   PRIMARY 6 – Agencies Responsible for Enforcing Drugs and Functions of Drugs Laws Enforcement Agencies

WEEK 8   PRIMARY 4 – Health Issues – Personal Hygiene (Clothes)   PRIMARY 5 – As in Week 5   PRIMARY 6 – Revision on Week 2 and Week 3

WEEK 9   PRIMARY 4 – Types of Clothes Suitable Under Different Weathers   PRIMARY 5 – Meaning and Characteristics of Civil Society   PRIMARY 6 – Revision on Week 4 and Week 5

WEEK 10   PRIMARY 4 – Types of Clothes Suitable Under Different Occupations   PRIMARY 5 – Some Civil Society Organizations in Nigeria   PRIMARY 6 – Revision on Week 6 and Week 7   WEEK 11   PRIMARY 4 – How to keep our dirty clothes clean and Items used for keeping our clothes   PRIMARY 5 – Meaning and Importance of Moral Education   PRIMARY 6 – Revision on LAGOS STATE UNIVERSAL BASIC EDUCATION THIRD TERM EXAMINATION JULY 2019   WEEK 11 –  Third Term Scheme of Work and Plan Lesson Note for Civic Education Primary 4, Primary 5 and Primary 6 Links   WEEK 12 –  Third Term Examination (All Subjects)

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Alabi M. S.

Michael is Principal Education Officer at LASUBEB. With 15+ years experience in teaching and learning, He loves talking about Plan Lesson Notes and Quality Assurance in Education. He also believes teachers inspire our future. CRN (ClassRoomNotes) is a website FOR TEACHERS BY TEACHER, and He aims to continuously inform and encourage teaching! All materials are subject to TERMLY review.

THIRD TERM CIVIC EDUCATION SCHEME OF WORK FOR PRIMARY THREE (3)

WEEK 1:  REVISION OF SECOND (2 ND ) TERM ‘S WORK

WEEK 2, 3 and 4:  MEANING AND DEFINITION OF NATIONAL SYMBOLS

TEACHER’S ACTIVITIES

• Teacher leads the pupils to understand  the meaning of national symbols
• She/he defines a national symbol as: a symbol of any entity considering itself and manifesting itself to the world as a national community
• She/he defines a symbol as a picture or shape that has a particular meaning or represents a particular organization or idea.
• He/she explains  to pupils the importance of national symbols e.g.
• They represent their countries
• They allow their country to stand out by being original and unique
• Teacher leads pupils to mention some national symbols they know
• She mentions the following as national symbols.
• People – leader
• Public property
• Constitution
• National flag
• Coat of arms, etc.

PUPILS’ ACTIVITIES

• Pupils listen to teacher’s explanation
• They explain the meaning of national symbol
• They examine pictures and real objects and comment on them.

TEACHING/LEARNING RESOURCES/AIDS

• Posters and picture
• Video clips
• Real object

WEEK 5 -6: DESCRIPTION OF NATIONAL SYMBOLS

• Teacher presents real objects, pictures and posters of various national symbols such as coat of arms, national flag, mace, constitution.
• She/ he asks pupils to identify them, one after the other, and explain what each stands for.
• She/ he now picks or points to the object or picture that represents the symbol and starts the description.

E.g. in the Nigeria coat of arms

• the black shield: represent fertile soil,
• White wavy bend that formed letter Y represent the country’s main inland water ways. River Niger and Benue.
• Two horses: represent dignity and pride.
• Yellow flowers: are the type of flowers that is found in every part of the country.
• The Eagle: represent pride of the Nigeria, green represents rich agricultural potential of Nigeria, white stands for peace .
• Listen to teacher’s explanation
• Identify national symbols displayed
• They participate in class discussion

WEEK 7: Mid-term’s Revision and Test

TEACHER’S ACTIVITIES: Mid-term’s Revision and Test

PUPILS’ ACTIVITIES: Mid-term’s Revision and Test

WEEK 8 and 9: Differences between National Symbols and other Symbols.

• Teacher briefly revisits the definition of National symbols
• She/he mentions the national symbols such as Anthem, Mace, and Constitution.
• She/he briefly revisits the definition of other symbols.
• She mentions other symbols such as traditional leaders, high way codes, company logos, etc.
• She displays some other symbols and ask pupils to comment.
• Teacher leads pupils to differentiate between national symbols and other symbols.
• She highlights the following differences.
• Other symbols are general and broad while national symbols are recognized and know worldwide.
• Other symbols are either logos, trademarks or corporate identities while national symbols are national identities
• National symbol have national coloration while other symbols do not.
• National symbols appear in public and private places while other symbols are restricted.
• Teacher organizes class discussion on the differences between national symbols e.g National symbols Command respect from all citizens while other symbols deserve respect only within a restricted set of people.

PUPILS’ ACTIVITIES:

• Pupils participate in the revision
• They listens to teachers explanation
• They differentiate other symbols from the national symbols on display
• They respond to teachers questions
• Pictures of national symbols

WEEK 10 – 11:  RESPECT FOR NATIONAL SYMBOLS

• Teacher briefly defines “respect” as a feeling of admiration or reverence towards a person, child, non-human, animal, group, ideal or indeed
• She/he leads pupils to mention some national symbols to respect.
• She guides them on other symbols to respect
• She takes the children out to see any national symbol around e.g. National flag.
• Through guided questions she explains how to respect national and other symbols
• She mentions the following  ways of  respecting national symbols
• Standing  at attention
• Standing up when the national  anthem is been sung
• Saluting the national flag
• Carefully handling national currency
• Showing respect for the constitution
• According respect to national leaders, traditional leaders, religious leaders and other leaders.
• Teacher organizes pictures class discussion on the above mention ways.
• She displays pictures showing people singing the national anthem and saluting the national flag.
• Pupils listen to teachers explanation
• They mention national symbols and other symbols displayed
• They participate in class  discussion
• They observe pictures and posters displayed and comment on them.

WEEK 12: REVISION AND EXAMINATION

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